採2009 PISA資料，探索社交性與訊息搜尋性線上閱讀活動對紙本文本與電子文本閱讀素養的影響：以學習策略為中介

Abstract

With the prevalence of Information and Communications Technologies (ICT) and Internet, electronic reading media have become an important reading resource and students’ electronic reading literacy have received more and more emphasis. In this study, a mediation model was proposed to investigate the effects of information-seeking and social online reading engagement on printed and electronic reading literacies, via students’ perceived usefulness of metacognitive strategies, self-report learning strategies use and navigation skills. Moreover, the partial correlations among mediators were also discussed. In order to verify the mediation model, The Programme for International Student Assessment (PISA) 2009 data was used and the samples were 34104 fifteen years old students from 19 countries and areas (17087 females and 17017 males from Korea, Japan, Australia, Hong Kong-China, New Zealand, Macao-China, Ireland, Iceland, Sweden, Norway, Belgium, Denmark, France, Spain, Poland, Hungary, Austria, Chile, and Colombia). The results showed that, through perceived usefulness of metacognitive strategies and navigation skills, the information-seeking reading engagement had positive effects on students’ printed and electronic literacies, whereas the social reading engagement had negative or weak effects on outcomes. As for students’ self-report learning strategies use, it played a role as a suppressor. It could enhance the overall multiple r^2 of outcomes and increased the effect of students’ metacognitive strategies on printed and electronic reading literacies with its inclusion in the model. In sum, this study concluded that students’ information-seeking engagement, metacognitive strategies, learning strategies and navigation skills use were helpful for students’ printed and electronic reading literacies. Students’ should be encouraged to engaged in information-seeking reading activities, and teachers should teach and guide students to use cognitive and metacognitive reading strategies in educational settings.